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  • 251.
    Johansson, Patrik
    Stockholm University.
    Historical enquiry with archaeological artefacts in primary school2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:1, s. 78-104Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article contributes with knowledge of primary school pupils’ learning of historical enquiry with an intercultural perspective on the Viking age and investigates what it means for pupils to learn to interpret archaeological artefacts. Research was conducted as a Learning study with 10 and 11-year-old pupils and lessons were performed as historical enquiry with archaeological artefacts. Three questions are posed: (1) how were the pupils’ historical consciousness activated by the archaeological artefacts, (2) how did the pupils experience the task of interpreting archaeological artefacts with an intercultural perspective, and (3) what are critical aspects for this learning? Three variation patterns that activated pupils’ historical consciousness are identified, including (a) material, (b) cultural and (c) normative contrasts. Four perception categories for historical interpretation of archaeological artefacts and three critical aspects are also identified. It is suggested that it is critical for the pupils to discern (i) historicity, (ii) historical representativeness and (iii) intercultural interaction in relation to artefacts and historical narratives. The study suggests that teachers could start from archaeological artefacts to activate pupils’ historical consciousness, rather than from textbook narratives and that pupils’ perceptions should be seen as a resource in enabling historical learning. Also, historical enquiry appears to be a reasonable approach to teaching intercultural perspectives on a historical content. These findings can be valuable for history educators and researchers who engage in teaching historical enquiry with an intercultural perspective from material culture.

  • 252.
    Johansson, Robin
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Hur gör de?: En kvalitativ studie av hur fyra samhällskunskapslärare tolkar och anser sig använda det demokratiska uppdraget och värdegrunden.2012Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Abstract

    The purpose of my study was to examine how four social studies teachers in upper secondary school interprets the democratic educational mission and core values, and if they believe that the same values are tools to influence the students' democratic approach and if they think it is possible. It is also the study's minor purpose to make an analysis of my findings and previous research in the area to explain any similarities or differences in the social studies teacher's interpretation and practice of the democratic educational mission and core values. I used qualitative semi-structured interviews as a method in which the interview questions were based on my research questions. The two criteria I had for my sample of respondents was that there would be social studies teacher at a upper secondary school and that I wanted to have two of each sex. Their interpretation and how they think they practice the democratic educational mission and core values are similar. They highlight the importance of students who dare to say what they think, everyone should be treated equally and that they should prepare students for life in a democratic society. They also thought that they could influence students democratic approach but that there were other factors that weighed heavily, for example, the home environment. The answers from my study is similar to previous research. This I explained with the help of Dewey that the social studies teachers are democrats in one way or the other, because of that they possess a willingness to keep democracy and know how it works. Therefore, they convey similar democratic values and knowledge to students so that democracy can continue to exist while the students are given tools to change society within the democratic rules.

    Keywords: Social study teacher, the democratic mission, core values, education.

  • 253.
    Johnsson Harrie, Anna
    et al.
    Linköpings universitet.
    Ludvigsson, David
    Linköpingsuniversitet.
    Sjöberg, Mats
    Linköpings universitet.
    Lärarstudenters historiekunskaper och ämneskonception2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:2, s. 49-77Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Supporting students to master the transition from secondary school to university is a challenge that occupies educators in many countries. In order to support the students in effective ways, we need to know what subject conceptions and subject knowledge they bring to academic studies. In this study, the authors draw on questionnaire data from 462 student teachers in Sweden. The questionnaires were filled in the first week the students studied history at university. Among the students, some trained to be history teachers at primary and elementary school, whereas others trained to be history teachers at secondary school. The results indicate there are both similarities and differences between the student groups. Those training to become history teachers at primary and elementary school identified with the teacher profession but less so with the subject of history. Those studying to become history teachers at secondary school tended to identify with the subject but less so with the teacher profession. Most students argued that history is important in order to understand the present. All student groups manifested knowledge about “time-spaces” of the past, i.e. they were able to show a rough chronological framework. A minority among the students manifested a chaotic chronological order. Among students studying to become teachers at secondary school, there is a tendency that they have weaker knowledge about older history and Nordic history as compared to modern history and Swedish and world history.

  • 254.
    Jonasson Ring, Emmy
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap.
    Samhällskunskap i ett föränderligt samhälle: Medborgarkompetenser och didaktiska utmaningar2015Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Citizens of today’s society are expected to be able to evaluate, make choices, take responsibility and act independently locally, nationally and globally in order to participate in both formal and informal political systems. This study contributes to the research on Civics Education (Social Studies) by examining how teachers, working in the grades 7-9, meet contemporary society in their civics teaching. The study enquires how this can be done in education by examining teacher´s descriptions and understandings of their teaching regarding civic competences as perspective-taking, critical thinking, reflexivity and autonomy.

    The study's most significant findings suggest that teachers express that they use students' experiences and initiatives in civics education to contribute to the qualification of civic skills. Teachers can use the students' individual experiences and initiatives to link the social content and democratic participation to late modern competences. By using students' experiences and initiatives, the teacher can broaden students' perspectives on various issues, support the students in developing a critical approach, offer the students opportunities to reflect on their own values, and their own roles in society, and independently try to take a stand and act.

  • 255.
    Jonsson, Gunnar
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Gustafsson, Peter
    Enghag, Margareta
    Context Rich Problems as an Educational Tool in Physics Teaching: a Case Study2007Inngår i: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 6, nr 2, s. 26-34Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We present a case study, in which we used context rich problems as an educational tool in a university level physics course. The students worked in groups of three to four when solving these problems, which provided them with an opportunity to discuss physics together at their own level. Video recordings of groups working with the problems allowed us to study how different groups functioned and also to look for what is known as exploratory talks. This form of communication was interpreted as situational interest on the part of the students. A questionnaire at the end of the course, and interviews with a few of the students after the course, revealed that the students considered that context rich problems facilitated understanding of physical concepts and made physics more interesting.

  • 256.
    Jonsson, Marcus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    Hur framställs historiska karaktärer?: En uppsats kring hur genuskontraktet framträder i historieboken2019Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Detta arbete syftar till att undersöka hur genuskontraktet är konstruerat i historieläromedel för årskurs 4-6. Detta har undersökts genom att analysera vilka maskulinitetsdrag som påbjuds läromedlets läsare genom dess narrativ. Undersökningen är genomförd på två versioner av ett läromedel som givits ut under två olika decennier. Det ena läromedlet gavs ut under mitten av 1990-talet i tryckt version medan det senare läromedlet gavs ut digitalt 2018. Studien har utgått från de två tidsperioderna 1611-1718 och 1718-1792 och har, baserat på läromedlens framställningar, fokuserat på att analysera hur och i vilka sammanhang som läromedlen väljer att framställa narrativets centrala karaktärer och därigenom konstruera ett genuskontrakt. 

       Resultatet visar att de två läromedlens framställningar inte skiljer sig nämnvärt från varandra utan till stor del återger samma historiska narrativ, ett narrativ som präglas av ett fåtal mäns handlingar och livsöden. Det är en specifik grupp män som dominerar läromedlens historieskrivning, vilket bidrar till att dessa män, genom sättet de framställs, framstår som dominanta i förhållandet till läromedlens centrala kvinnliga karaktärer. Egenskaper som lyfts fram som maskulina skiljer sig emellertid mellan studiens undersökta tidsperioder, då tipsperioderna i läromedlens framställning präglas av olika händelser och tankesätt. Trots detta visar studiens resultat att framställningarna kring manligt och kvinnligt framförallt kretsar kring dominans och framgång. En viss grupp män framställs i kontexter, i relation och i kontrast till övriga karaktärer på ett sätt som bidrar till att dessa män framstår som aktiva karaktärer i läromedlens historieskrivning. Dessa framställningar, i relation till hur läromedlen väljer att framställa övriga karaktärer, bidrar således till att ett genuskontrakt växer fram. Män framställs i kontexter om krig och politik och framställs genom dessa kontexter som handlingskraftiga, plikttrogna och aktiva karaktärer. Då männen kontrasteras mot läromedlens kvinnliga karaktärer framstår dessa egenskaper och sammanhang som typiskt manligt kodade i relation till utsatthet och passivitet, vilka framstår som kvinnligt kodade.

  • 257.
    Jore, Mari Kristine
    Western Norway University of Applied Sciences Bergen.
    Eurocentrism in Teaching about World War One – a Norwegian Case2019Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. 114-135Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, I argue that the imperial and colonial aspects of WW1 hold an ambiguous position in teaching about the war, presented as a cause of the war, but not acknowledged as a part of its history. Data was established through observation of history education about WW1 in the context of social studies at a lower secondary school in Norway. Identifying different manifestations of Eurocentrism, I first discuss how the national curriculum and textbook representations both explicitly thematize imperialism and colonialism, but at the same time reproduces Eurocentrism in terms of how non-Western history only enters the curriculum in the context of Western imperialism and colonialism. Secondly, teachers briefly mention colonial rule and exploitation when teaching about a war, which was a global and an imperial conflict. Finally, Eurocentrism emerges in the discrepancy between the image the teachers create, of colonies as resources for colonial rule, and the pupil’s perceptions of Africa as a continent of lack. The article aims to discuss the dilemmas and challenges Eurocentrism poses to history education and argues for the importance of using strategies which deconstruct and challenge Eurocentric narratives.

  • 258.
    Jönsson, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Samhällskunskapsämnets karaktär på kursplansnivå: En studie om interna och externa mål på gymnasiet2014Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 259.
    Karlefjärd, Anna
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    ATT RYMMAS INOM SITT FRIUTRYMME: Om samhällskunskapslärares tolkning, anpassning och undervisning2011Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this study is to explore and analyze experienced teachers understanding, as well as transformation, of the school subject civics. The study has focused on the content, methods, and evaluation of the education taking place in the class room as described by the teachers themselves. Teachers’ autonomy, within the education setting, and their knowledge base is the point of departure when assessing teachers understanding and transformation of the subject. A further aim of the study has also been to make visible, where possible, the role of a personal knowledge base in this transformation process.

    The findings of this study are based on interviews with teachers teaching civics at upper secondary level in various parts of Sweden. These findings show that it is possible to discern that teachers’ general dictum about content, methods, and evaluation are very much alike. The findings further show that when teachers describe their daily transformation of civics the most visible knowledge is their pedagogical content knowledge, knowledge of learner and their characteristics and knowledge of educational context.

    One conclusion that can be drawn from this study is that when autonomy and knowledge base is combined, then it is here one find that teachers’ general comprehension about the school subject civics seems to be very similar. However, when it comes to daily transformation within the classroom, then the subject transformation is modified to fit the learners, the school context, and sometimes to the teachers’ well-being. From this one can draw the conclusion that comprehension and transformation need not always go hand-in-hand.

  • 260.
    Karlsson, Påhl
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    "Det är ju skräpnyheter!": En kvalitativ studie av tolv gymnasielevers uttalanden om tre nyheter undervåren 20182018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This master thesis’ purpose is to examine how high school students comprehends of news. This will be done by conducting group interviews. By using theories regarding “first and second order concepts”, that originates from history teaching didactics, but using them in a social science context to separate substantive concepts from compound concepts. Furthermore, the study provides insight on how twelve high school students comprehension of three specific news items. Finally, the thesis examines what makes the students’ motivated to follow the news. The results show that the level of comprehension varies depending on which of the three news items the students discuss during the interviews. This might depend on the level of relevance the news has towards the students’ own interests, background or where the news originates from. In summary, this thesis gives a snapshot image of students comprehension and reactions to the news items and what motivates them to stay updated with the news. This result can be useful for any teacher using news as an instrument for achieving the knowledge requirements in the syllabus for social sciences in Swedish high-schools.

  • 261.
    Khawaja, Amna
    University of Helsinki.
    Designing an assessment tool for historical literacy: the case of Copernicus2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:3, s. 1-26Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This design-based research describes the development process of an assessment tool for historical literacy at primary school level where existing assessment materials are scarce. The assessment task was tested thrice during a two-year-period in Finland and Sweden. Sixty pupils participated in a pen-and-paper-test while seven took part in think-aloud interviews. The task included three written documents on the relationship between Nicolaus Copernicus and the Catholic Church. The length of the original documents was reduced and the language simplified age-appropriately. The results revealed a tendency to read the sources as information rather than as evidence. Also, the concept of reliability proved difficult. Alterations during the re-design phases included dividing broad questions into smaller entities and directing pupils´ attention to the characteristics of source types. Many pupils responded to the weighted multiple-choice (WMC) items as if they were traditional multiple-choice questions: they chose the first correct sounding option without pondering over the others. However, one WMC item was particularly successful as all the think-aloud protocols showed that the item met its target construct. As a whole, the artefact did elicit historically literate observations among some pupils.

  • 262.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik. Linköping university.
    Transfer of knowledge in technical vocational education: A narrative study in Swedish upper secondary school2013Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, nr 3, s. 519-535Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In vocational education, teaching and learning are expected to take place in the different learning arenas; schools and workplaces. In such a dual school system, the question of transfer is vital, i.e. how to use knowledge learned in previous situations in new situations. This article is an empirical contribution to research concerning transfer, by means of results from semi-structured group interviews with teachers and supervisors who educate students in the Energy program and the Industry program in Swedish upper secondary school. The interviews were analysed by analyses of narratives. The results show four themes of transfer in the interviews: (1) transfer of basic knowledge, (2) transfer of principles and skills, (3) transfer of written materials and real life and (4) transfer of experiences. The results also show three factors that are crucial in order to create possibilities for transfer: (1) communication, (2) financial resources and (3) reflection. These factors demand close cooperation between the teachers and supervisors during the students’ vocational education.

  • 263.
    Kilstadius, Margaretha
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Defining contagion literacy: a Delphi study2017Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 39, nr 16, s. 2261-2282Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Against the background of climate change, which enables infectious diseases to move their frontiers and the increasing global mobility, which make people more exposed to contagion, we as citizens need to relate to this new scenario. A greater number of infectious diseases may also potentially lead to an increased need to use antibiotics and anti-parasitic substances. In view of this, the aim of this study was to identify the health literacy needed in the contemporary world and specify what should be taught in compulsory school. We present the findings of a Delphi study, performed in Sweden, regarding the opinions on contagion among experts in the field. We used Nutbeam's framework of health literacy and related it to Bloom's taxonomy of educational objectives in order to analyse and categorise the experts' responses, which were categorised into six main content themes: contagions, transmission routes, sexually transmitted diseases, hygiene, vaccinations and use of antibiotics and antibiotic resistance. These themes were then divided into the three levels of Nutbeam's framework: functional health literacy, which is about knowledge and understanding, interactive health literacy, which is about developing personal qualities and skills that promote health, and critical health literacy, which is about social and cognitive skills related to analysis and critical reflection. The implications for communication and education are then discussed and what should be taught in compulsory school is identified.

  • 264.
    Kimanen, Anuleena
    et al.
    University of Helsinki.
    Kallioniemi, Arto
    University of Helsinki.
    Towards Interpretive and Empathetic Encounters between Worldviews2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:4, s. 118-135Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research on young people’s attitudes and skills in dealing with religious diversity has been conducted in many surveys, but in real life one is faced with many different types of diversity. How does pupils’ preparedness for inter-worldview dialogue develop? This article approaches young people’s emotions faced by different types of dissimilarity and skills of asking about others’ worldviews. Key theories in analysing the results were Abu-Nimer’s stage model of interreligious sensitivity and Jackson’s interpretive approach to religious education with a special focus on empathy. The use of pictures when studying emotions revealed that most of the participants experienced non-religious features as pleasant. The pictures depicting the most dissimilarity were experienced as the most negative but also in many cases as interesting. The questions written by the teenagers indicated a wide range of attitudes and skills. Many of them were capable of addressing religious or personal meanings, thus showing an ability to rise above the surface level and seek understanding. An interesting category of questions on the possibility of inter-worldview interaction also emerged. Visual techniques in the research on teenagers’ thinking should be further developed because young people today are surrounded by images.

  • 265.
    Kinell, Niclas
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    "Grunderna följer vanligt sunt förnuft": En kunskapsanalys på presentationer av källor, källkritik och källtolkning i fyra läroböcker i historia2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study examines how four history textbooks from two different textbook series presents the use of historical sources. Primarily the chapters, sections and exercises in the textbooks that explicitly deals with sources or source criticism as the main content i studied. The didactic design, the represented knowledge types and view on sources and source criticism of the identified parts are analysed to illustrate the overall knowledge perspective in relation to historical sources. The applied knowledge types is retrieved from a knowledge typology for the purpose of identifying the overall perspectives on historical knowledge connected to sources and source criticism. The findings show that the represented perspective primarily contains of establishing and explanatory knowledge types and the focus is source evaluation and credibility analysis. Knowledge types of analyzing and reflective kind mainly appears in recesses and outside of the main chapters. Source interpretation and historical reasoning is found outside of the parts and sections where sources are the main theme. The results indicate that textbooks needs to incorporate these aspects of source analysis in a more distinct way to avoid the perception that sources only are relevant for evaluating already established narratives and to contribute in a greater degree to the development of a historical reasoning.

  • 266.
    Kjærgaard, Kathrine
    University of Greenland.
    Religious Education, Identity and Nation Building – the Case of Greenland2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:2, s. 114-130Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article examines the interplay between Religious Education, Identity and Nation-Building in Greenland. Through analysis of different levels of curriculum it is demonstrated that just as Christian Religion was an important part of the early Nation-Building process in Greenland in the 18th century, Inuit Religion is used as an important part of the Nation-Building process today as Greenland moves towards greater independence.

  • 267.
    Kjörnsberg, Anna
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    Texturval hos svensklärare på yrkesförberedande gymnasieprogram: Sex svensklärares röster kring texturval, kulturarvsförmedling och en litterär kanon i svenskundervisningen2014Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna uppsats behandlar sex svensklärares uppfattningar om vad som påverkar deras texturval samt deras syn på kulturarvsförmedlingen och en litterär kanon i svenskundervisningen. Med texter menas i detta fall främst skönlitterära texter men också film och teater. Syftet med uppsatsen var att få reda på vilka faktorer som påverkar de berörda lärarnas texturval och hur de ser på kulturarvsförmedlingen och en litterär kanon i sin undervisning. Det är således lärarnas upplevda faktorer uppsatsen kommer åt.

    En begränsning har gjorts till att endast svensklärare på yrkesförberedande gymnasieprogram undersökts. Via mejl har sex lärare besvarat fyra djupgående enkätfrågor. Frågorna har behandlat lärarnas uppfattningar om vilka faktorer som påverkar deras val av texter samt deras syn på kulturarvsförmedling och en litterär kanon.

    I resultatet kan man se att det som påverkar lärarnas texturval tycks vara elevernas förmåga att tillägna sig texter och lärarnas didaktiska mål. De flesta av lärarna tar upp lässvårigheter hos eleverna och de flesta väljer lättlästa texter tll eleverna. Man kan därvid ställa sig frågan om detta är något generellt för elever på yrkesförberedande program och vari problemet ligger.

    När det gäller lärarnas syn på kulturarvsförmedlingen i svenskundervisningen tycks det råda en samstämmighet. De flesta anser att det är viktigt att eleverna får ta del av kulturarvet men att det inte är det viktigaste. Utmaningen tycks vara att få eleverna att läsa över huvud taget. En litterär kanon verkar inte heller få något större utrymme i lärarnas val av texter.

    En viktig del av resultatet är att det inte verkas som att lärarna låter elevernas programval spegla textvalen. Att välja texter som berör elevernas val av program är inte framträdande i urvalsprocessen.

  • 268.
    Klausen, Sören Harnow
    University of Southern Denmark, Denmark.
    Transfer and Cohesion in Interdisciplinary Education2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 1-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One of the great challenges of interdisciplinary education is to create sufficient cohesion between disciplines. It is suggested that cohesion depends on the transfer of knowledge (in a broad sense, which includes skill and competences) among the disciplines involved. Some of the most characteristic types of such transfer are identified and analyzed: Transfer of factual knowledge, theories, methods, models, skills, modes of collaboration and organization, meta-competences, disciplinary self-consciousness, problem selection, framework construction and motivation. Though some of these types of transfer may have a greater or smaller potential for creating cohesion, different kinds of cohesion may serve different interests, and there is no reason to assume that e.g. joint problem solving or theoretical integration should be more conducive to cohesion than e.g. contributions to motivation or disciplinary self-consciousness.

  • 269.
    Kolback, Kerstin
    Karlstads universitet. Karlstads universitet, Institutionen för samhällsvetenskap.
    I historia händer mycket krig: En undersökning om hur 12-åriga elever uttrycker sig om historia2010Independent thesis Advanced level (degree of Master (One Year)), 20 poäng / 30 hpOppgave
  • 270.
    Kramshöj-Ehn, Hanna
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Betydelsen av matematiken som språk för elevernas lärande i matematik: En studie i Sverige och Sydafrika2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Detta examensarbete är en del av ett utbyte mellan skolor i Sverige och skolor i en kåkstad i Sydafrika. Syftet med examensarbetet är att undersöka matematiklärares medvetenhet om sitt matematiska språk och lärarnas uppfattning om betydelsen av det matematiska språket för elevernas lärande. Betydelsen av det matematiska språket är inskrivet i både svenska och syd-afrikanska läroplaner för matematik på gymnasiet. Tolv lärare har blivit intervjuade bland annat om sin medvetenhet och om de tror att det matematiska språket är viktigt för elevernas lärande. Resultaten visar att alla intervjuade lärare är medvetna om sitt matematiska språk men även att lärare väljer att använda sig av det matmatiska språket på olika sätt. Det finns delade åsikter om hur viktigt det matematiska språket är för elevernas lärande av matemati-ken, vissa lärare anser att språket är viktigt för eleverna för att de ska förstå matematiken me-dan andra lärare anser att språket inte är det viktigaste för elevernas lärande.

  • 271. Krausz Sahlin, Louise
    Didaktiska effekter av begreppskonstruktion i ämnet Samhällskunskap: Hur två läroböcker framställer hållbar utveckling i relation till demokrati2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 272.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Att förändra undervisningen i ekonomi i ämnet samhällskunskap på grundlärarutbildningen2017Inngår i: Studentcentrerat lärande, bedömning och examination: Bidrag från universitetspedagogisk konferens 2016, Karlstad: Karlstad University Press, 2017, Vol. 1, s. 61-86Konferansepaper (Annet vitenskapelig)
  • 273.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Principer för samhällsrelevant SO: med undervisning om migration som exempel2018Inngår i: SO-didaktik, ISSN 2002-4525, nr 6, s. 34-37Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 274.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Samhällskunskapsämnet och dess ämnesmarkörer på svenskt mellanstadium – ett osynligt eget ämne som bistår andra ämnen2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:1, s. 212-233Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Based on interviews with teachers about their social studies teaching in Swedish middle schools (age 10-12), the characteristics and contents of civics, as one of the subjects in social studies, is interpreted related to the concept of "subject markers". The interviews show that civics is vague and incoherent. Yet, the teachers teach about a similar content but whose parts are unclear and not clearly interconnected. Hence, civics remains unclear and incoherent, reinforced by its outer unclear boundaries. Based on this interpretation, questions of the visibility of civics as a distinct school-subject have occurred which have led to the formation of the concept of "subject-markers". Its function is to make the subject visible. The concept has been differentiated in order to highlight different aspects of visibility and shows that the presence, or lack of, and the interactions between the various types of markers makes civics invisible as a distinct subject. More than operating independently, it tends to be pulled apart mostly assisting other school-subjects, especially geography and history. These subjects appear to be far more clear, coherent and visible as distinct subjects within social studies.

  • 275.
    Kristiansson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik (from 2013).
    Underordnat, undanskymt och otydligt: om samhällskunskapsämnets relationsproblem inom SO-gruppen på svenskt mellanstadium2017Inngår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 11, nr 1, s. 1-20, artikkel-id 4Artikkel i tidsskrift (Fagfellevurdert)
  • 276.
    Krupka, Bernd
    Northern Norway Training Centre for Practical Theology, Tromsø, Norway.
    Response: the diversity of RE as a research field and the social function of religion as a moral negotiation ground2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:1, s. 109-117Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Present changes in religion as a school subject and Religious Education as a research field are generally, and also by most of the authors in this volume, explained by changes in the subject matter of religion, due to increasing religious pluralism. In a functional perspective, the school subject of religion contributes to the legitimizing function of school education for society and its institutions. With religion being a central moral negotiation ground in society, moral debate in society (and not only religious subject matter), and its constitutional role for Religious Education as a research field can explain further diversity of approaches to research in Religious Education. This also raises questions about the field's vulnerability to public instrumentalization and about moral negotiation and its place in religious education didactics.

  • 277.
    Kvande, Lise
    Noregs teknisk-naturvitskaplege universitet, Trondheim.
    Etnopolitiske utmaningar i historieformidling – Grunnforteljingar om samefolket i Noreg2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 86-105Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article discusses the place and the status of the Sami people in historical narratives in Norway. It focuses on history as a school subject but this focus can only be understood by looking at changes in contexts. Of special interest here is the presentations of the Sami in Norwegian textbooks, the status of the Sami people in Norwegian society, and changes in the perspectives in historical research. History has played a significant role in the nation and state building processes in the Western countries, however in the last decades most European societies have seen immigration at a larger scale than before and, hence, new challenges concerning national identity and inclusion of new groups in the new histories of the nations. The indigenous people in Norway, the Sami, have lived both within and across the Norwegian borders. For centuries they were absent in the political and cultural narratives of Norway. After WW II they gradually achieved political recognition and legal rights but it was not until the 1970s they obtained space in Norwegian textbooks. The article shows how narratives about the Sami people have been presented and how they have changed in the last 40 years. The narratives first made the Sami visible, then they focused on the Sami as an object of oppression, and more recently they have presented the Sami as acting subjects in history. The question is not if, and to what extent, the Sami ought to be included in histories of Norway, but rather in what view the majority presents the indigenous people in the textbooks, for example. This discussion is relevant to debates on multiculturality in general and it also offers a deeper understanding of how history works in (ethno)political contexts.

  • 278.
    Källkvist, Marie
    et al.
    Lund University.
    Gyllstad, Henrik
    Lund University.
    Sandlund, Erica
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013). Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik, CSL. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Sundqvist, Pia
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013). Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för språk- och litteraturdidaktik, CSL.
    English only in multilingual classrooms?2017Inngår i: LMS : Lingua, ISSN 0023-6330, nr 4, s. 27-31Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 279.
    Larsson, Fredrik
    Karlstads universitet.
    Digitalfotografi i gymnasiskolan: Hur har digitalfotografi påverkat arbetet med fotografering i gymnasieskolan?2010Independent thesis Basic level (professional degree), 15 poäng / 22,5 hpOppgave
  • 280.
    Larsson, Kristoffer
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Kritiskt tänkande i samhällskunskap: En studie som ur ett fenomenografiskt perspektiv belyser manifesterat kritiskt tänkande bland elever i grundskolans år 92010Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students.

    According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking.

    The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking.

    The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking.

  • 281.
    Larsson, Nina
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    Ett på allvar integrerat svenskämne?: En studie av uppgiftskulturen i läromedlet Känslan för ord.2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this paper is to analyze and problematize the content in the teaching media Känslan för ord through an integrative perspective. This is done by using two sets of questions based on two of the didactic questions what and how. How is the content of the Swedish subject constructed in Känslan för ord? and How is this content integrated in Känslan för ord? The used material consists of a fairly large amount of literature which provides different approaches, priorities, and methods about the Swedish subject. This literature forms the base for the model used to analyze the course books.

    The results are based on an analysis of the exercise culture (uppgiftskultur) in the two books and are extensive. All together the two books contain 866 exercises. The results point to several imperfections in order to become an integrative subject. There is a large play between text comprehension and the rest of the subject’s proficiencies: IT, sociolinguistics, argumentation and critical thinking are represented in a very small amount. A majority of the exercises are non-authentic and the contact with real life is missing.

    The merits in the teaching media are the text selection that mirrors a great deal of the classical literature as well as the modern literature. These texts often result in the students writing on their own. If the desire is to work with an integrative subject based on the course book Känslan för ord is as good as any.

  • 282.
    Ledman, Kristina
    Umeå University.
    The Voice of History and the Message of the National Curriculum: Recontextualising History to a Pedagogic Discourse for Upper Secondary VET2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2014:2, s. 161-179Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the reform by the liberal-conservative government of Swedish upper secondary education in 2011, history was recognized as an important part of citizenship education and was introduced into the curriculum for vocational education and training (VET) tracks. Through the concepts of classification and framing, this article explores the process of constructing the history syllabus for VET. The data consist of archived material from the working group responsible for the history curriculum under the Swedish National Agency for Education. The analysis shows that there are competing discourses concerning the relative emphasis on competencies and skills and concerning the emphasis on contemporary and modern history. Although historians, history teachers and other agents are invited to respond to the content of the curriculum, the respondents have no influence on the knowledge structure of the curriculum, which is controlled by agents of the dominant educational ideology. From a critical perspective, this article suggests that the curriculum reflects the instrumental and neoconservative message of the reform through strong classification and framing and through the emphasis on general abilities and a contemporary history that has a more direct explanatory value to contemporary society.

  • 283.
    Leguillon, Prune
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013).
    Using infrared cameras in education2019Rapport (Annet vitenskapelig)
    Abstract [en]

    Previous researches about the use of Infrared cameras in education are presented. The first part is more focused on Physic applications. Different approaches are discussed like letting the students discovering phenomena by following a protocol or letting them discover it by themselves in an open-ended lab. The question about at which grade are Infrared cameras useful is also discussed. Then the second part deals with applications of Infrared cameras in Biology. It talks about many fields like plants and medicine for both humans and animals. After that, infrared pictures which were taken during biological phenomena exploration are presented and analyzed. It deals with some everyday biological phenomena and some explanations are given. To conclude, a presentation of some basic phenomena which are made viewable by the Infrared camera is done and some advantages and drawbacks of this device are explained.

  • 284.
    Lied, Sidsel
    et al.
    Hedmark University College, Norway.
    Undseth Bakke, Sidsel
    Hedmark University College, Norway.
    Canon and archive in messages from Oslo Cathedral Square in the aftermath of July 22nd 20112013Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 34-56Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article we ask if central values which people were in dialogue with in the memorial messages from Oslo Cathedral Square in the aftermath of July 22

    nd 2011, may be seen as a part of Norwegian cultural memory, and if so, how. We answer this question in the affirmative, by elaborating on presentations of the Norwegian flag as a symbol of the values unity and solidarity, and on presentations of love and roses as weapons promoting the values love, humanity and calmness. In our discussion we have drawn on theory of cultural memory and suggested that the use of the Norwegian flag in the messages may be understood in the frame of Assmann’s term "canon", representing the active part of cultural remembrance, and that the message from the use of roses and hearts may be understood in the frame of the term "archive", representing the passive part of remembrance.

  • 285.
    Liljekvist, Yvonne
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials2016Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 21, nr 3, s. 3-27Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article reports on a study of teacher-shared documents containing matematical tasks published on the Internet. The aim was to identify the goals, metods and pedagogical justifications presented in the documents and what was needed to solve the tasks. Content analysis was used to define their pedagogical message. The results show that the documents mainly involve content goals for younger pupils that are not consistent with the explicit descriptions. The conceptual goals are communicated to a great extent, but are not supported by task features. The reasons for why the tasks given are expected to lead to a certain goal are very often implicit, and, as a result, the content of the documents and the quality of the tasks are somewhat unclear to other teachers.

  • 286.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013). Uppsala university, Uppsala, Sweden.
    Mellroth, Elisabet
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Olsson, Jan
    Umeå university, Umeå, Sweden.
    Boesen, Jesper
    Gothenburg University, Gothenburg, Sweden.
    Conceptualizing a local instruction theory in design research: Report from a symposium2017Inngår i: ICT in mathematics education: The future and the realities. Proceedings of MADIF 10: The tenth research seminar of the Swedish Society for Research in Mathematics Education / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, s. 119-128Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

  • 287.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Kunskaper för matematikundervisning: ett lärarutbildarperspektiv2013Inngår i: KAPET, ISSN 1653-4743, Vol. 9, nr 1, s. 101-106Artikkel i tidsskrift (Annet vitenskapelig)
  • 288.
    Liljekvist, Yvonne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    van Bommel, Jorryt
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Randahl, Ann-Christin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap (from 2013).
    Mathematics teachers at social media – Exploring ’the what’2017Konferansepaper (Fagfellevurdert)
  • 289.
    Lilliestam, Anna-Lena
    Göteborgs universitet.
    Att motverka fragmentering i historieundervisningen: Recension av Rickard Nordkvists licentiatuppsats2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2017:3, s. 102-105Artikkel, omtale (Annet vitenskapelig)
  • 290.
    Lilliestam, Anna-Lena
    Göteborgs universitet.
    Nyblivna lärarstudenters syn på historia och historieundervisning2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 21-47Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study explores new student teachers’ understanding of history and history teaching. During the first lesson of their teacher training program, 35 students wrote about their motives for becoming history teachers and of their conceptions of the purpose and the content of history in school. The students express a strong commitment to the teaching profession as such, rather than to the subject of history. Common views expressed on the purpose of history are to help pupils understand how we got here; not to repeat the mistakes from the past; to learn about other cultures; to learn to respect others; to work against racism; and to develop specific abilities. Results show a view of history as a memorization of facts, connections, and analyses. A curriculum focusing on the West appears to be taken for granted. The concept "critical thinking" is used in diverse ways: analyzing texts, criticizing people in the past for their actions, and evaluating sources. Studying the Holocaust and other genocides is supposed to help pupils develop a democratic disposition. The students point out the importance of criticizing secondary sources in relation to individual in-depth studies, but the use of primary sources is not discussed. Results indicate that teacher training should challenge the idea of history as memorization, as well as problematize the connections between certain historic content and desired outcomes. Students should also get an opportunity to develop their ability to reason historically, e.g. to make analyses, to adopt different perspectives, to think critically and to use primary sources.

  • 291.
    Lindberg, Mattias
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Att se historia: En undersökning av några högstadielärares användning av medier i sin historieundervisning2017Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    It is said that we live in a society of communication, or a society of media, even. If that is true, that everyday live is affected by media, then the children of our society are also affected, and so is school. The purpose of this study was to see how four different teachers use media in their history education to spread knowledge about history to their pupils and to make them more historically aware. In doing so I was hoping that I, and others, can make use of their methods and experience of using media in the education. The results of this study shows that teachers seem to find pictures the best and most important media for pupils to understand history better. The teachers also all seem to think media in the history education can have a greatly positive impact on the pupils’ understanding of history.

  • 292.
    Lindberg, Viveca
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Hirsh, Åsa
    Formative assessment in compulsory school: Swedish & international research in the 21 century2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The present paper is based a systematic research reviews (Hirsh & Lindberg, forthcoming) for the Swedish Research Council, aiming at systematically identify and report recent and current trends in research into formative assessment, in Sweden as well as internationally. Here the issue is to illuminate firstly, in what ways formative assessment is perceived and used in research contexts, and secondly what differences and similarities that exist in research on formative assessment between countries. The review is limited to research published in Swedish and peer-reviewed articles in English during 2000 - 2014. The initial searches yielded approximately 2000 hits (internationally published articles) and 230 Swedish theses and articles. However, most of the hits were related to other than compulsory school and were therefore excluded. Overall findings are that the term 'formative assessment' is used in either a narrow (instrumental) or a broad sense (a complex phenomenon addressed on various levels); that Asian studies tend to be related to ICT, while British and Australian studies have a larger width and American studies tend to be related to accountability or the No Child Left Behind-reform. In Swedish research, young researchers and classroom studies dominate. To conclude: not only theories of learning, but also basic epistemological and ontological assumptions need to be addressed in future research, as do issues related to assessment embedded in teaching, which calls for collaboration with research into classroom practices.

  • 293.
    Lindeblad, Helene
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap.
    Elevmissuppfattningar kring syror och baser: En kartläggning och kvantitativ analys av svenska gymnasieelevers missuppfattningar inom kemiavsnittet2007Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Naturvetenskaplig undervisning stöter ofta på hinder i och med att elever skapar missuppfattningar om naturvetenskapliga fenomen som de möter i sin vardag. Denna studie syftar till att, utifrån tidigare forskningsresultat, detektera och kvantitativt uppskatta förekomsten av dessa missuppfattningar inom området syror och baser hos svenska kemistuderande gymnasieelever. För att undersöka detta utformades en enkät med olika påståenden baserade på vanliga missuppfattningar som eleverna fick ta ställning till. Missuppfattningarna kategoriserades i tre grupper; ”Syror och baser”, ”pH-skalan” och ”Neutralisation”. Enkäten skickades ut till intresserade gymnasieskolor i södra Sverige. Resultatet visade att eleverna inte hade missuppfattningar kring syror och baser i allmänhet men däremot hade problem med pH-skalan och förståelse av neutralisationsreaktioner.

    Tidigare forskning tyder även på att skolan har en inverkan på bildandet av dessa missuppfattningar och här ges förslag på lösningar kring hur man skulle kunna komma tillrätta med dessa problem.

  • 294.
    Lindholm, Ola
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Ögonblick i klassrummet: Samtal och interaktion om elevers fotografier på gymnasiet2014Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    En kamera fångar ögonblick av det ljus som människan kan uppfatta, eller verkligheten som det ibland kallas. Dessa ögonblick i form av fotografier, arbetar de elever och den lärare med, som Ola Lindholm har följt på gymnasiet. Läsaren kan följa hur eleverna interagerar, hur det sociala samspelet organiseras under lektioner och redovisningar, vad som görs viktigt samt hur bildteoretiska- och yrkesmässiga kunskaper framträder i interaktionen.

    I studien framträder ett arbetssätt som ger eleverna ansvar och möjlighet att visa vad de kan i interaktionerna och vid redovisningarna av deras fotografier. Resultatet visar hur läraren försöker få eleverna att se skillnader i fotografiets uttryck, skärpedjup, bildbeskärning etcetera. Ibland gör eleverna motstånd och förhandlar med läraren där eleverna hävdar sin kunskap och sina åsikter om sina bilder. I bildanalysen av ett elevfotografi framträder två olika intentioner med de förslag som läraren och eleven förhandlar om. Studien visar att bildteorier, bildspråket och vad bilden kan berätta, inte är lika framträdande i interaktionen som frågor om teknik och process.

    Ola Lindholm, är bild- och medielärare på Sundstagymnasiet i Karlstad. Licentiatavhandlingen har skrivits inom Forskarskolan i yrkesämnenas didaktik.

  • 295.
    Lindqvist, Linda
    Karlstads universitet. Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT.
    How Views on Presentations Change Pupils' Premises: A Study on Similarities and Differences between Presentations2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

     

    The purpose of this essay was to show the pupils as presenters from their own and their teachers’ perspective. This was done regarding presentations by studying and comparing the applicability of the two structuralist theories media ecology theory and structural semiotic theory. The theories were used as model bases, aimed to correspond to opinions and experiences of Swedish upper secondary school pupils. Through a didactic approach, I intended to find out how pupils’ relations to presentations differ depending on how they regard them. Focus was on if they thought of presentations as comprehensive experiences or found similar elements in mediated and unmediated presentation contexts. An empirical field study was accomplished through qualitative interviews with pupils and teachers. The word “presentation” was treated as a discourse since data showed that respondents included diverse meanings and functions in the word. The analysis was based on the qualitatively collected empirical data that were applied on my models. Constructionism functioned as theoretical framework. My study indicated that the discourse presentation needs to be investigated further. 

     

  • 296.
    Lindström, Niclas
    Umeå universitet.
    Den nya syntesen och etik i undervisningen2018Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2018:3, s. 27-43Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education.

  • 297.
    Lindström, Niclas
    Umeå Universitet.
    Recension av Olof Franck & Malin Löfstedt "Etikdidaktik – Grundbok om etikundervisning i teori och praktik"2015Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2015:4, s. 106-111Artikkel i tidsskrift (Annet vitenskapelig)
  • 298.
    Lisnäs, Stina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik.
    Strindbergsbilder i gymnasiets litteraturundervisning: En analys av fyra läromedel i svenska2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg’s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed. The teaching materials have then been compared to each other, with the purpose of trying to find similarities or differences in the way Strindberg is portrayed.

    What emerged from the analysis is that the aspect of Strindberg that is consistently provided with the greatest scope is his prose. Alongside and in interaction with the writing, much space is given to the person Strindberg and incidents from his life that has influenced his writing. The works and the facts about Strindberg which are given special emphasis are generally the same, what distinguishes the materials from each other is the actual image of Strindberg and the attributes and epithets used in the transmission of this image. A biographical interpretation of the works is indeed used throughout, like in the teaching materials of the 1980- and 1990s. 

  • 299.
    Ljung Egeland, Birgitta
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Olin-Scheller, ChristinaKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).Tanner, MarieKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).Tengberg, MichaelKarlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Tolfte nationella konferensen i svenska med didaktisk inriktning: Textkulturer2017Konferanseproceedings (Annet vitenskapelig)
  • 300.
    Ljung, Petter
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013).
    Möjligheter och besvikelser: Språklärares diskurser om IKT och skärmtexter i arbetet2013Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
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